ALEX Resources

Title: Can an Animal's Traits be Influenced by the Environment?
Description:
The lesson will begin with the teacher leading a discussion related to animal traits and the environment using a T-chart graphic organizer. The students will have the opportunity to discuss their ideas with a partner, and then the teacher will introduce the essential question of the lesson: “Can an animal's traits be influenced by the environment?” Next, the teacher will show students a video clip and nonfiction text related to the arctic fox, which is an animal that experiences a seasonal change in its fur color, and record information about the fox’s traits and habitat on a T-chart graphic organizer. Then, students will research a different animal to determine how its traits can be influenced by its environment using digital or print sources and take brief notes. Lastly, students will develop an explanatory text in a claim-evidence-reasoning format that includes an illustration to help convey their scientific ideas clearly.
This lesson results from the ALEX Resource Gap Project.
Standard(s): [ELA2015] (3) 29:

29 ) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W.3.8]

Subject: English Language Arts (3), or Science (3) Title: Can an Animal's Traits be Influenced by the Environment?Description: The lesson will begin with the teacher leading a discussion related to animal traits and the environment using a T-chart graphic organizer. The students will have the opportunity to discuss their ideas with a partner, and then the teacher will introduce the essential question of the lesson: “Can an animal's traits be influenced by the environment?” Next, the teacher will show students a video clip and nonfiction text related to the arctic fox, which is an animal that experiences a seasonal change in its fur color, and record information about the fox’s traits and habitat on a T-chart graphic organizer. Then, students will research a different animal to determine how its traits can be influenced by its environment using digital or print sources and take brief notes. Lastly, students will develop an explanatory text in a claim-evidence-reasoning format that includes an illustration to help convey their scientific ideas clearly.
This lesson results from the ALEX Resource Gap Project.

Title: "What do we do? Natural Disasters in the United States"
Description:
During the course of this lesson, the students will research various forms of natural disasters that occur in the United States and what someone should do in the event of that disaster. The teacher and library media specialist will collaborate during the planning, instruction, and research phases of this lesson. The students will take the information they collected and place it on a PowerPoint presentation to be presented to the class. This information should include several pictures that will be located on the Internet. The Library Media Specialist will guide the students through the process of obtaining permission for the use of various images.
Standard(s): [SS2010] GHS (3) 9:

Subject: English Language Arts (3), or Information Literacy (K - 12), or Social Studies (3), or Technology Education (3 - 5) Title: "What do we do? Natural Disasters in the United States"Description: During the course of this lesson, the students will research various forms of natural disasters that occur in the United States and what someone should do in the event of that disaster. The teacher and library media specialist will collaborate during the planning, instruction, and research phases of this lesson. The students will take the information they collected and place it on a PowerPoint presentation to be presented to the class. This information should include several pictures that will be located on the Internet. The Library Media Specialist will guide the students through the process of obtaining permission for the use of various images.

Title: Distance Learning Collaborative Literature Circles: Because of Winn Dixie
Description:
During this lesson, two classes in different locations will participate separately in literature circles using Because of Winn Dixie by Kate DiCamillo. The discussion of the book will be a collaborative project using distance learning.
Standard(s): [TC2] (3-5) 10:

Subject: English Language Arts (3), or Technology Education (3 - 5) Title: Distance Learning Collaborative Literature Circles: Because of Winn DixieDescription: During this lesson, two classes in different locations will participate separately in literature circles using Because of Winn Dixie by Kate DiCamillo. The discussion of the book will be a collaborative project using distance learning.

Title: Savvy Story Structure
Description:
During this lesson, students learn to actively engage in reading by becoming more familiar with the elements of a story. Students will be required to think at a higher level and will enhance their understanding of selected passages and stories. Students should also begin to relate stories to their own lives.
Standard(s): [TC2] (3-5) 8:

Subject: English Language Arts (3), or Technology Education (3 - 5) Title: Savvy Story StructureDescription: During this lesson, students learn to actively engage in reading by becoming more familiar with the elements of a story. Students will be required to think at a higher level and will enhance their understanding of selected passages and stories. Students should also begin to relate stories to their own lives.

Title: Preparing for Natural Disasters
Description:
This social studies lesson provides information and safety tips for different natural disasters. It integrates technology, writing, and art activities. The included slideshow may be presented to the whole group, or students may navigate it independently or in small groups.
Standard(s): [SS2010] GHS (3) 9:

Subject: English Language Arts (3), or Social Studies (3), or Technology Education (3 - 5) Title: Preparing for Natural DisastersDescription: This social studies lesson provides information and safety tips for different natural disasters. It integrates technology, writing, and art activities. The included slideshow may be presented to the whole group, or students may navigate it independently or in small groups.

Title: Narrative Writing: "A Day in the Life of ..."
Description:
In this lesson, students will use what they have learned about narrative writing in an authentic situation. This is part of a welcome packet for students who are new to the school. Students will work in groups to conduct research and compose narrative essays telling about a typical day in the life of a kindergartner, first grader, etc. The project will culminate in the creation of a brochure and slideshow presentation that can be used by teachers to introduce new students to their class.
Standard(s): [ELA2015] (5) 39:

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

Subject: English Language Arts (3 - 5), or Technology Education (3 - 5) Title: Narrative Writing: "A Day in the Life of ..."Description: In this lesson, students will use what they have learned about narrative writing in an authentic situation. This is part of a welcome packet for students who are new to the school. Students will work in groups to conduct research and compose narrative essays telling about a typical day in the life of a kindergartner, first grader, etc. The project will culminate in the creation of a brochure and slideshow presentation that can be used by teachers to introduce new students to their class.

Title: Animal Environment and Adaptation
Description:
In this lesson students will enjoy different activities focusing on how animals adapt to their environments. They will begin by researching two animals, their environment, and the ways the animals adapt to this environment. In small groups students will invent a new animal, including its environment and adaptations. Using presentation software, students will introduce their new animals to the class.
Standard(s): [ELA2015] (4) 35:

35 ) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.4.4]

Subject: Arts Education (3 - 5), or English Language Arts (3 - 4), or Science (3), or Technology Education (3 - 5) Title: Animal Environment and AdaptationDescription: In this lesson students will enjoy different activities focusing on how animals adapt to their environments. They will begin by researching two animals, their environment, and the ways the animals adapt to this environment. In small groups students will invent a new animal, including its environment and adaptations. Using presentation software, students will introduce their new animals to the class.

Title: Wonderful Wolves
Description:
In this lesson students learn about wolves through literature and research. Students learn the truth about wolves by completing a WebQuest examining wolf myths. Then students have the opportunity to locate information about wolves through a variety of print resources and the Internet.
Standard(s): [ELA2015] (3) 28:

28 ) Conduct short research projects that build knowledge about a topic. [W.3.7]

Subject: English Language Arts (2 - 3), or Technology Education (3 - 5) Title: Wonderful WolvesDescription: In this lesson students learn about wolves through literature and research. Students learn the truth about wolves by completing a WebQuest examining wolf myths. Then students have the opportunity to locate information about wolves through a variety of print resources and the Internet.

Title: Peer Edit With Perfection: Effective Strategies
Description:
Students take a fresh look at the revision process and help one another polish their written work through a peer-editing strategy that is simple, systematic, and constructive.
Standard(s): [ELA2015] (5) 27:

27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]

Subject: Language ArtsTitle: Peer Edit With Perfection: Effective StrategiesDescription: Students take a fresh look at the revision process and help one another polish their written work through a peer-editing strategy that is simple, systematic, and constructive.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Alaska Native Stories: Using Narrative to Introduce Expository Text
Description:
Tradition and technology come together in this lesson in which students learn about Alaskan animals through Native American tales and their own online research.
Standard(s): [ELA2015] (5) 35:

35 ) Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.5.4]

Title: Comics in the Classroom as an Introduction to Narrative Structure
Description:
This lesson uses comic strip frames to define plot and reinforce the structure that underlies a narrative. Students finish by writing their own original narratives.
Standard(s): [ELA2015] (5) 40:

40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]

Title: Color Poems Using the Five Senses to Guide Prewriting
Description:
Students use their five senses as a prewriting tool to guide their poetry writing as they compose free-form poems using imagery to describe a color.
Standard(s): [ELA2015] (5) 26:

26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

Subject: Language ArtsTitle: Color Poems Using the Five Senses to Guide PrewritingDescription: Students use their five senses as a prewriting tool to guide their poetry writing as they compose free-form poems using imagery to describe a color.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Cyberspace Explorer: Getting to Know Christopher Columbus
Description:
Students explore multiple online sources to gather information about the life of Christopher Columbus, complete a cyber scavenger hunt, and use their notes to prepare a timeline and summary report.
Standard(s): [ELA2015] (5) 36:

36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

Title: Technical Reading and Writing Using Board Games
Description:
Students celebrate a novel they have read and get hands-on experience with technical writing by creating a board game based on the novel and writing the instructions for it.
Standard(s): [ELA2015] (5) 35:

35 ) Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [SL.5.4]

Subject: Language ArtsTitle: Technical Reading and Writing Using Board GamesDescription: Students celebrate a novel they have read and get hands-on experience with technical writing by creating a board game based on the novel and writing the instructions for it.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Creating Classroom Community by Crafting Themed Poetry Collections
Description:
Students create poetry collections with the theme of '' getting to know each other.'' They study and then write a variety of forms of poetry to include in their collections.
Standard(s): [ELA2015] (5) 25:

25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

Subject: Language ArtsTitle: Creating Classroom Community by Crafting Themed Poetry CollectionsDescription: Students create poetry collections with the theme of '' getting to know each other.'' They study and then write a variety of forms of poetry to include in their collections.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Using Prediction as a Prereading Strategy
Description:
Students learn about and apply the prediction strategy while reading a trade book. They use response journals to record questions and responses based on prereading predictions.
Standard(s): [ELA2015] (5) 25:

25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

Subject: Language ArtsTitle: Using Prediction as a Prereading StrategyDescription: Students learn about and apply the prediction strategy while reading a trade book. They use response journals to record questions and responses based on prereading predictions.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Spelling Cheerleading: Integrating Movement and Spelling Generalizations
Description:
2-4-6-8, students will be spelling great in this lesson that teaches the y rule for adding suffixes through cheering the spelling of words aloud, word sorts, and writing stories.
Standard(s): [ELA2015] (5) 39:

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

Title: Writing a Movie: Summarizing and Rereading a Film Script
Description:
Lights! Camera! Action! In this lesson, students view a scene with no dialogue from E.T., write a script for that scene, and perform a dramatic reading while the scene plays.
Standard(s): [ELA2015] (5) 36:

36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

Subject: Language ArtsTitle: Writing a Movie: Summarizing and Rereading a Film ScriptDescription: Lights! Camera! Action! In this lesson, students view a scene with no dialogue from E.T., write a script for that scene, and perform a dramatic reading while the scene plays.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Unwinding A Circular Plot: Prediction Strategies in Reading and Writing
Description:
Students use graphic organizers to explore plot in circular stories while focusing on prediction and sequencing. After exploring the features of circular plot stories, students write their own stories.
Standard(s): [ELA2015] (5) 40:

40 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.5.3]

Subject: Language ArtsTitle: Unwinding A Circular Plot: Prediction Strategies in Reading and WritingDescription: Students use graphic organizers to explore plot in circular stories while focusing on prediction and sequencing. After exploring the features of circular plot stories, students write their own stories.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Q is for Duck: Using Alphabet Books With Struggling Writers
Description:
A is for zoo? Q is for duck? The alphabet as students know it is transformed when students create a class book that contains clever associations for each letter of the alphabet.
Standard(s): [ELA2015] (5) 36:

36 ) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. [SL.5.5]

Subject: Language ArtsTitle: Q is for Duck: Using Alphabet Books With Struggling WritersDescription: A is for zoo? Q is for duck? The alphabet as students know it is transformed when students create a class book that contains clever associations for each letter of the alphabet.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Research Building Blocks: Notes, Quotes, and Fact Fragments
Description:
Students are guided through the process of taking notes while reading factual information, then turning those notes into new sentences and paragraphs written in their own words.
Standard(s): [ELA2015] (5) 43:

43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [L.5.6]

Subject: Language ArtsTitle: Research Building Blocks: Notes, Quotes, and Fact FragmentsDescription: Students are guided through the process of taking notes while reading factual information, then turning those notes into new sentences and paragraphs written in their own words.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Using Science Texts to Teach the Organizational Features of Nonfiction
Description:
Students explore organizational features of nonfiction science. Students then work together to create a two-page spread using those features to present information about their local environment.
Standard(s): [ELA2015] (5) 43:

43 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). [L.5.6]

Subject: Language ArtsTitle: Using Science Texts to Teach the Organizational Features of NonfictionDescription: Students explore organizational features of nonfiction science. Students then work together to create a two-page spread using those features to present information about their local environment.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Can You Convince Me? Developing Persuasive Writing
Description:
Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.
Standard(s): [ELA2015] (5) 25:

25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

Subject: Language ArtsTitle: Can You Convince Me? Developing Persuasive WritingDescription: Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: I'm Gonna Sit Right Down and Write Someone a Letter
Description:
This EDSITEment lesson introduces students to the correspondence of the famous, the infamous, and the ordinary, some of whom lived through extraordinary times. Teachers can use these fascinating letters as a starting point for discussion of and practice in the conventions and purposes of letter writing.
Standard(s): [ELA2015] (5) 25:

25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

Subject: Language Arts,Social StudiesTitle: I'm Gonna Sit Right Down and Write Someone a LetterDescription: This EDSITEment lesson introduces students to the correspondence of the famous, the infamous, and the ordinary, some of whom lived through extraordinary times. Teachers can use these fascinating letters as a starting point for discussion of and practice in the conventions and purposes of letter writing.Thinkfinity Partner: EDSITEmentGrade Span: 3,4,5

Title: Voting! What's It All About?
Description:
Students explore a variety of sources for information about voting. They evaluate the information to determine if it is fact or opinion, and then create a graffiti wall about voting.
Standard(s): [ELA2015] (5) 22:

22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. [W.5.1a]

b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]

Subject: Language ArtsTitle: Voting! What's It All About?Description: Students explore a variety of sources for information about voting. They evaluate the information to determine if it is fact or opinion, and then create a graffiti wall about voting.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Biographies: Creating Timelines of a Life
Description:
In this lesson students explore a number of sources to create a biographical timeline about a selected person. Students collaboratively research and resolve conflicting information they find during their investigation.
Standard(s): [ELA2015] (5) 31:

31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]

Subject: Language ArtsTitle: Biographies: Creating Timelines of a LifeDescription: In this lesson students explore a number of sources to create a biographical timeline about a selected person. Students collaboratively research and resolve conflicting information they find during their investigation.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Writing and Assessing an Autobiographical Incident
Description:
Students build upon their knowledge of biographies to write their own autobiographical incident. After going through a process of revision, they use a rubric to assess their work.
Standard(s): [ELA2015] (5) 27:

27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. [W.5.6]

Subject: Language ArtsTitle: Writing and Assessing an Autobiographical IncidentDescription: Students build upon their knowledge of biographies to write their own autobiographical incident. After going through a process of revision, they use a rubric to assess their work.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Wartime Poetry: Working With Similes
Description:
Students analyze a photograph, brainstorm words to describe the characters' senses and feelings, work in pairs to describe a character's experience, and create a poem using their ideas and similes.
Standard(s): [ELA2015] (5) 31:

31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]

Subject: Language ArtsTitle: Wartime Poetry: Working With SimilesDescription: Students analyze a photograph, brainstorm words to describe the characters' senses and feelings, work in pairs to describe a character's experience, and create a poem using their ideas and similes.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: 'Leap, plashless'': Emily Dickinson and Poetic Imagination
Description:
In this lesson, from EDSITEment, students read and explore one of Emily Dickinson's nature poems, A Bird came down the Walk--through interaction with other art forms. First, they listen to clips of a hymn to help them hear Dickinson's meter. Then, they view 19th-century bird images and describe what they see, just as a poet would. They observe how a poet plays with language and imagery to create a scene by acting out verse lines. Finally, they write a brief poem of their own, using what they have learned and their own observations.
Standard(s): [ELA2015] (5) 37:

37 ) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See Grade 5 Language standards 38 and 40 for specific expectations.) [SL.5.6]

Subject: Arts,Language Arts,ScienceTitle: 'Leap, plashless'': Emily Dickinson and Poetic ImaginationDescription: In this lesson, from EDSITEment, students read and explore one of Emily Dickinson's nature poems, A Bird came down the Walk--through interaction with other art forms. First, they listen to clips of a hymn to help them hear Dickinson's meter. Then, they view 19th-century bird images and describe what they see, just as a poet would. They observe how a poet plays with language and imagery to create a scene by acting out verse lines. Finally, they write a brief poem of their own, using what they have learned and their own observations.Thinkfinity Partner: EDSITEmentGrade Span: 3,4,5

Title: Our Classroom: Writing an Owner's Manual
Description:
Students write an owner's manual that helps them get to know their classroom, provides them with a sense of ownership, and lets others know about their classroom.
Standard(s): [ELA2015] (5) 25:

25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

Subject: Language ArtsTitle: Our Classroom: Writing an Owner's ManualDescription: Students write an owner's manual that helps them get to know their classroom, provides them with a sense of ownership, and lets others know about their classroom.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5

Title: Opening the Door for Reading: Sharing Favorite Texts to Build Community
Description:
In this lesson, students build classroom community by exploring environmental print and a teacher-created display that focuses on a favorite book. They then create and share their own presentations.
Standard(s): [ELA2015] (5) 32:

32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]

Subject: Language ArtsTitle: Opening the Door for Reading: Sharing Favorite Texts to Build CommunityDescription: In this lesson, students build classroom community by exploring environmental print and a teacher-created display that focuses on a favorite book. They then create and share their own presentations.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6

8 ) Engage in argument from evidence to justify that traits can be influenced
by the environment (e.g., stunted growth in normally tall plants due to insufficient water, change in an arctic fox's fur color due to light and/or temperature, stunted growth of a normally large animal due to malnourishment).

Digital Tool Description: The authors of Supporting Grade 5-8 Students in Constructing Explanations in Science, Dr. Kate McNeill and Dr. Joe Krajcik discuss using the framework of the claim, evidence, and reasoning method of argumentation in science instruction. This podcast will help teachers understand the importance of scientific argumentation in the classroom and how this practice is connected to both the Next Generation Science Standards and the Alabama Course of Study Standards.

Title:Integrating Scientific Argumentation into Your ClassroomDigital Tool: Using the Claim, Evidence, Reasoning Framework PodcastDigital Tool Description: The authors of Supporting Grade 5-8 Students in Constructing Explanations in Science, Dr. Kate McNeill and Dr. Joe Krajcik discuss using the framework of the claim, evidence, and reasoning method of argumentation in science instruction. This podcast will help teachers understand the importance of scientific argumentation in the classroom and how this practice is connected to both the Next Generation Science Standards and the Alabama Course of Study Standards.

Digital Tool Description: Toondoo is an online comic strip creator. It allows students to drag-drop or click to create comic strips that express their thinking with creativity while demonstrating their originality.

Title:Comic Word ProblemsDigital Tool: Toondoo WebsiteDigital Tool Description: Toondoo is an online comic strip creator. It allows students to drag-drop or click to create comic strips that express their thinking with creativity while demonstrating their originality.

25 ) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.3.4]

Digital Tool Description: This technology tool is a letter generator. It allows students to create a friendly letter or a business letter. The tool is very user friendly and preps students to fill out all sections of a letter, while addressing the specific letter name such as heading or salutation.

Title:Dear Mr. Governor: Learning to Generate a Letter Digital Tool: Read Write ThinkDigital Tool Description: This technology tool is a letter generator. It allows students to create a friendly letter or a business letter. The tool is very user friendly and preps students to fill out all sections of a letter, while addressing the specific letter name such as heading or salutation.

Title: Find favorite book picks in the Children's Choices.
Description:
Students create lists of their favorite books and then the class creates a '' Top Picks'' class booklist. Students can use the Book Cover Creator to create a book jacket for their favorite book.
Standard(s): [ELA2015] (8) 26:

26 ) Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. [W.8.7]

Subject: Language ArtsTitle: Find favorite book picks in the Children's Choices.Description: Students create lists of their favorite books and then the class creates a '' Top Picks'' class booklist. Students can use the Book Cover Creator to create a book jacket for their favorite book.Thinkfinity Partner: ReadWriteThinkGrade Span: K,1,2,3,4,5,6

Title: Celebrate Earth Day!
Description:
In celebration of Earth Day, students research famous environmentalists and write letters to them asking for their opinions on current issues and turn their letters into a poem.
Standard(s): [ELA2015] (5) 28:

28 ) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]

Subject: Language ArtsTitle: Celebrate Earth Day!Description: In celebration of Earth Day, students research famous environmentalists and write letters to them asking for their opinions on current issues and turn their letters into a poem.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6,7,8,9,10,11,12

Title: On this day in 1907, Rachel Carson was born.
Description:
Students learn about Rachel Carson, explore different environmental websites, and write a Diamante Poem about a particular habitat.
Standard(s): [ELA2015] (8) 29:

29 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]

Subject: Language ArtsTitle: On this day in 1907, Rachel Carson was born.Description: Students learn about Rachel Carson, explore different environmental websites, and write a Diamante Poem about a particular habitat.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6,7,8,9,10,11,12

Title: David Wiesner's book June 29, 1999 showcases this day.
Description:
Students explore the delightful illustrations in Wiesner's book and identify elements that make the emotions in the story obvious to someone reading the book.
Standard(s): [ELA2015] (5) 25:

25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]

Subject: Language ArtsTitle: David Wiesner's book June 29, 1999 showcases this day.Description: Students explore the delightful illustrations in Wiesner's book and identify elements that make the emotions in the story obvious to someone reading the book.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6

Title: Write letters that make things happen!
Description:
In a small group or as individuals, students write letters related to a unit of study or particular topic they have studied.
Standard(s): [ELA2015] (12) 19:

19 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. [W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.11-12.1e]

Subject: Language ArtsTitle: Write letters that make things happen!Description: In a small group or as individuals, students write letters related to a unit of study or particular topic they have studied.Thinkfinity Partner: ReadWriteThinkGrade Span: 1,2,3,4,5,6,7,8,9,10,11,12

Title: Henry David Thoreau was born in 1817.
Description:
Students make mental '' snapshots'' of a natural setting, then capture the details of their setting by writing and then creating a class booklet of the nature walk.
Standard(s): [ELA2015] (12) 21:

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.11-12.3a]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). [W.11-12.3c]

Subject: Language ArtsTitle: Henry David Thoreau was born in 1817.Description: Students make mental '' snapshots'' of a natural setting, then capture the details of their setting by writing and then creating a class booklet of the nature walk.Thinkfinity Partner: ReadWriteThinkGrade Span: 1,2,3,4,5,6,7,8,9,10,11,12

Title: The prototype for the World Wide Web was created in 1990.
Description:
Students look at pictures from the past using the WayBack Machine and brainstorm a few websites to explore to think about how they have changed over the years.
Standard(s): [ELA2015] (5) 39:

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

Subject: Language ArtsTitle: The prototype for the World Wide Web was created in 1990.Description: Students look at pictures from the past using the WayBack Machine and brainstorm a few websites to explore to think about how they have changed over the years.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6,7,8

Title: The first woman swam the English Channel in 1926.
Description:
Students brainstorm a list of famous athletic competitors and establish criteria for what makes an athlete '' famous.'' Students then forecast which of today's athletes will still be remembered in 75 to 100 years.
Standard(s): [ELA2015] (5) 22:

22 ) Write opinion pieces on topics or texts, supporting a point of view with reasons and information. [W.5.1]

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose. [W.5.1a]

b. Provide logically ordered reasons that are supported by facts and details. [W.5.1b]

Subject: Language ArtsTitle: The first woman swam the English Channel in 1926.Description: Students brainstorm a list of famous athletic competitors and establish criteria for what makes an athlete '' famous.'' Students then forecast which of today's athletes will still be remembered in 75 to 100 years.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6,7,8

Title: The Smithsonian Institution was founded in 1846.
Description:
After exploring an exhibit online, students use the information they learned to write '' A Day in the Life'' narratives that tell about a person, animal, or object they saw in the exhibit.
Standard(s): [ELA2015] (5) 39:

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

Subject: Language ArtsTitle: The Smithsonian Institution was founded in 1846.Description: After exploring an exhibit online, students use the information they learned to write '' A Day in the Life'' narratives that tell about a person, animal, or object they saw in the exhibit.Thinkfinity Partner: ReadWriteThinkGrade Span: 1,2,3,4,5,6,7,8

Title: The first English printer, William Caxton, was born on this day in 1422.
Description:
Students consider how the printing press affects their world by completing a printing inventory, comparing lists, and developing a '' super'' list of all printed materials that they interact with.
Standard(s): [ELA2015] (8) 28:

28 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.8.9]

a. Apply Grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new"). [W.8.9a]

b. Apply Grade 8 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced"). [W.8.9b]

Subject: Language ArtsTitle: The first English printer, William Caxton, was born on this day in 1422.Description: Students consider how the printing press affects their world by completing a printing inventory, comparing lists, and developing a '' super'' list of all printed materials that they interact with.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6,7,8

Title: Montgomery Ward published the first mail-order catalog in 1872.
Description:
Students explore how and why catalogs have changed over the years and compare their findings about printed catalogs with online catalogs.
Standard(s): [ELA2015] (5) 39:

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

Title: Caldecott Medal-winner Virginia Lee Burton was born on this day in 1909.
Description:
Students discuss similarities in Burton's illustrations and writing style in her many books, in addition to her use of personification.
Standard(s): [ELA2015] (5) 39:

39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

Title: Faith Ringgold was born on October 8, 1930.
Description:
Students use Ringgold's books as a springboard for a discussion of race, gender, and civil rights, and then write and illustrate original picture books on these topics.
Standard(s): [ELA2015] (5) 26:

26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]

Subject: Language ArtsTitle: Faith Ringgold was born on October 8, 1930.Description: Students use Ringgold's books as a springboard for a discussion of race, gender, and civil rights, and then write and illustrate original picture books on these topics.Thinkfinity Partner: ReadWriteThinkGrade Span: 5,6,7,8,9,10,11,12

Title: Mickey Mouse appeared in his first animated feature.
Description:
Students create a short, humorous story with at least one action character, and then use the Comic Creator to make a flipbook.
Standard(s): [ELA2015] (8) 25:

25 ) Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. [W.8.6]

Subject: Language ArtsTitle: Mickey Mouse appeared in his first animated feature.Description: Students create a short, humorous story with at least one action character, and then use the Comic Creator to make a flipbook.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6,7,8

Title: Today is the International Day of Peace.
Description:
Students brainstorm a list of current conflicts and why people fight. Groups discuss and present possible solutions and create posters that promote their particular solution.
Standard(s): [ELA2015] (12) 25:

25 ) Conduct short as well as more sustained research projects to answer a question, including a self-generated question, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]

Subject: Language ArtsTitle: Today is the International Day of Peace.Description: Students brainstorm a list of current conflicts and why people fight. Groups discuss and present possible solutions and create posters that promote their particular solution.Thinkfinity Partner: ReadWriteThinkGrade Span: K,1,2,3,4,5,6,7,8,9,10,11,12

Title: November is National American Indian Heritage Month.
Description:
Students explore Native American heritage through the study of pourquoi tales, write their own original pourquoi tales, and use the ReadWriteThink Printing Press to publish them.
Standard(s): [ELA2015] (5) 41:

41 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 5 reading and content, choosing flexibly from a range of strategies. [L.5.4]

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. [L.5.4a]

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis). [L.5.4b]

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.5.4c]

Subject: Language ArtsTitle: November is National American Indian Heritage Month.Description: Students explore Native American heritage through the study of pourquoi tales, write their own original pourquoi tales, and use the ReadWriteThink Printing Press to publish them.Thinkfinity Partner: ReadWriteThinkGrade Span: 3,4,5,6,7,8,9,10,11,12